Curriculum Integration: A Many-Headed Monster?

David Bridges

《中正教育研究》 1卷1期 (2002/04) Pp. 21-47

https://doi.org/10.6357/CCES.200304.0021

摘要

本論文首先提及此刻正在中華民國實施的一些教育政策的改革，明顯的愈來愈需要課程的統整及連貫性。接下來，作者論及四種檢視「課程統整」概念的原則：統合效率與效用的課程，知識連貫性的課程、學生中心課程、社會統整的課程；作者最後又加上第五原則：課程統整是權力重新分配。作者引用了許多英國在課程統整上的經驗及理論，以期能點出可能潛藏在課程發展的不種形式中的問題。

並列摘要

This paper starts with several references to educational policy in the Republic of China which calls for greater integration of the school curriculum. It observes four different ways in which the notion of curriculum integration has been used as a principle of curriculum organisation:
• the co-ordinated curriculum-driven by a desire for educational efficiency and effectiveness and cross curricular planning;
• the unified curriculum-driven by epistemological commitments to do with the essential unity of knowledge;
• the student centred curriculum-driven in particular by a commitment to constructivist psychology and learning theories;
• socially integrated curriculum-driven by a desire to connect school learning to the world outside; and then adds a fifth set of considerations to do with;
• curriculum integration as a re-distribution of power-not necessarily an intended consequence, but one, nevertheless which the curriculum reformer will be wise to recognise.
The paper draws on theoretical writing and in particular experience of these forms of curriculum integration in the United Kingdom as a resource to identify some of the potential problems and possibilities inherent in these forms of curriculum development.

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吳珍梅()。